Paper 1 – Tips and Tricks for Cambridge IGCSE First Language English 0500/0990

About this resource

This lesson is a review walkthrough of everything students need to know for their IGCSE First Language English Paper 1 exam:

• Question 1(a-e): Short Answer Questions
• Question 1(f): Summary Writing
• Question 2(a-c): Vocabulary Questions
• Question 2(d): Language Analysis
• Question 3: Extended Response

Take your students through everything they need to know to achieve highly on their Paper 1 exam, including some revision flashcards.

Video lesson

Download the free resources below

PowerPoint for IGCSE First Language English Paper 1

IGCSE First Language English Paper 1 Revision Cards

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Mastering IGCSE First Language English Paper 1: Study Plans and Exam Techniques

IGCSE First Language English Paper 1 is a challenging exam component that tests students’ reading and writing skills in depth. It accounts for a significant portion of the final grade (50% of the IGCSE English assessment), so thorough preparation is essential.

Understanding IGCSE First Language English Paper 1

Before diving into study strategies, it’s important to understand the structure of Paper 1. Cambridge IGCSE First Language English Paper 1 is a 2-hour exam worth 80 marks. It focuses on reading skills, comprising three main question sections:

• Question 1 (30 marks) – Comprehension and Summary tasks. Students answer short comprehension questions (usually parts (a)–(e)) based on a passage (Text A), which test basic understanding and retrieval of information, followed by a summary writing task. (Think of straightforward questions like “Who did X?” or “Explain what happened when Y…” – essentially “pretty basic, straightforward retrieval questions”, and then a focused summary of Text B.)
• Question 2 (25 marks) – Vocabulary and Language tasks. This section starts with short-answer vocabulary questions (parts (a)–(c)) based on a second passage (Text C), such as finding words or giving definitions, and an analysis of language use (part (d)). Here you’ll deal with the author’s choice of words and imagery in Text C.
• Question 3 (25 marks) – Extended response to reading. This is the “big” question based on Text C, where students must write a response in a specific format (e.g. article, report, diary, letter, speech or article) using information from the text. It tests both reading (how well you understood and inferred from Text C) and writing skills (how effectively you can transform those ideas into a new form). This extended writing is worth the most marks by itself, so it’s crucial to allocate enough time and effort to it.

In summary, Paper 1 is all about reading comprehension and the ability to interpret and repackage information using your own words. It requires understanding texts deeply and responding in various forms. Now that we know what’s on the paper, let’s look at how to study for it effectively.

Study Plan for Paper 1

Preparation for Paper 1 should build the skills needed for each section of the exam. Here’s an effective study plan outline that students (and educators guiding them) can follow:

1. Understand the Exam Format and Criteria: Start by reviewing the official syllabus or a trusted guide for IGCSE First Language English. Know what each question involves and the marking criteria. For example, recognize that Paper 1 is 80 marks, 3 sections, and counts for half of the overall grade. Understanding the structure “helps you focus your revision on the right skills and reduces unnecessary stress” (tutorsplus.com). Be clear on what examiners look for in each part (content vs. writing marks, etc.), which you can find in exam board guidance or syllabi.
2. Read Widely and Actively: Since Paper 1 is a reading-intensive exam, make daily reading a habit. Read a variety of texts – fiction, nonfiction articles, newspapers, journals – to expose yourself to different writing styles and topics. This will improve your comprehension skills and vocabulary. While reading, practice active reading: pay attention to details, tone, and language techniques. Annotate passages, note the main ideas and any unfamiliar words. As one guide suggests, “reading a wide range of things, such as fiction, nonfiction, newspapers, and journals, will help you develop your reading skills” (tutopiya.com). The more you read and think critically about what you read, the easier you’ll find the comprehension questions and analysis tasks.
3. Practice Summary and Paraphrasing: The summary question (Q1f) is a distinctive task requiring you to condense information and rewrite it in your own words. Build this skill by practicing with random passages or past Text B excerpts:
   • Read an article or a section of text and try writing a 1-paragraph summary of the key points. Focus only on the aspects relevant to a given prompt (simulate by choosing a specific focus).
   • Work on paraphrasing: express the same idea in different words. Use synonyms and change sentence structures while preserving the original meaning.
   • Keep within a word limit (around 120 words for the exam summary) – this trains you to be concise. You can even challenge yourself to summarize an article in exactly 100–150 words without losing essential information.
   • Compare your summaries with the source text to ensure you haven’t copied phrases. Remember, the exam requires “focused summary of a specific aspect of the text, not the whole text”, using 95% your own words.
   • Tip: After writing, check if every sentence in your summary delivers a unique point. If not, edit it down – this mirrors the exam expectation that “every single sentence should have a purpose and contain a point from the text”.
4. Expand Your Vocabulary and Practice Language Analysis: Paper 1 will test understanding of words and the ability to analyze language effects. To prepare:
   • Grow your vocabulary: Whenever you encounter unfamiliar words during reading practice, look up their meanings and note them. Learn synonyms and nuances of meaning. This will help in Q2 (vocabulary questions) where you might need to give meanings of words or phrases. It also helps you express answers in your own words.
   • Practice explaining effects: Take short interesting quotes from things you read and ask yourself, “What does this phrase imply or make the reader feel?” For instance, if a writer describes “a cloak of darkness”, how does that metaphor create effect? Try writing a couple of sentences explaining the image’s effect on the reader. This mimics the thought process needed for Q2(c) and Q2(d) in the exam.
   • Use past language analysis questions (Q2d) to practice structuring an answer: identify imagery in a given paragraph and practice writing a mini-paragraph analyzing one example (quote the image, explain its meaning, connotations, and effect). We’ll cover a specific method for this in the exam technique section.
5. Familiarize Yourself with Text Types (for Q3): Since the extended response could be any one of various formats (letter, report, diary, speech, interview, article, etc.), spend time learning the conventions of each format:
   • Letter – e.g. does it require addresses, a salutation, a sign-off? Likely formal if to an editor, or informal if between characters. Diary/Journal – first person, reflective, informal tone. Newspaper report – third person, formal, clear structure with headline (possibly), factual tone. Magazine article – could be slightly more lively in style, but still structured, maybe with an engaging tone. Speech – persuasive elements, direct address to audience, rhetorical devices. Interview – Q&A format, the character’s voice should come through in answers.
   Make sure you know the basic style and voice required for each. Being comfortable with all the possible text types is part of your study plan. You can practice by taking a scenario (for example, the story in a past Text C) and writing a short diary entry from a character’s perspective, or a news report about the events, etc. This will build your flexibility in writing style. Teachers can help by assigning such tasks, and Taughtly even provides a dedicated lesson on how to write the six text types for Paper 1 Question 3.
6. Use Past Papers and Timed Practice: There is no substitute for practicing under exam conditions. Obtain past IGCSE First Language English Paper 1 papers (from Cambridge’s official site or trusted sources) and do them timed:
   • Simulate exam timing: Set aside 2 hours, remove distractions, and attempt an entire Paper 1 in one go. This builds stamina and highlights how well you manage time for each section. Afterwards, mark your work using the official mark scheme or ask a teacher to mark it. This will show you where you’re gaining or losing marks.
   • Focus especially on the summary and extended writing parts in your practice, as those often require revision and improvement (maybe rewrite a summary after feedback to make it more concise and focused).
   • Learn from mistakes: Review the examiner reports or mark scheme explanations to understand what a top answer included that yours might not. For instance, are you missing out on inference points in Q3, or are your language analysis explanations too shallow? Adjust your study to target those weak areas.
   • As the exam nears, try at least one full mock Paper 1 under timed conditions each week. One strategy is to do a “full, timed Paper 1… and then go through and mark it”. You can do this with me in this video lesson. This not only tests your knowledge but also builds confidence.
7. Seek Feedback and Guidance: If you’re a student, use your teachers’ expertise – have them review your practice answers and give pointers. If you’re a teacher or parent, provide constructive feedback on practice tasks: praise what is done well (e.g. good use of own words in a summary, or a nicely structured letter), and point out specific improvements (maybe “you missed a key detail from the text here” or “this answer needs more explanation of effect”). Sometimes reviewing sample answers (like those in official examiner reports or high-scoring student responses) can be very instructive. Taughtly.co.uk offers free revision materials such as a Paper 1 PowerPoint, video lesson, and even flashcards – these can be excellent tools to reinforce learning.

By following these steps, students will build a strong foundation for Paper 1. The key is consistent practice and gradually improving through feedback. Next, let’s delve into specific exam techniques to use on the day of the exam (and of course during practice) to maximize marks.

Exam Techniques for Paper 1

Knowing the material is one thing, but applying good exam techniques is what ensures you can perform under time pressure and exam conditions. Below are crucial techniques and tips for each part of IGCSE English Paper 1:

Time Management

Time management can make or break your Paper 1 performance. You have 2 hours for the entire paper, and you’ll need to allocate this wisely across the three sections. A general rule of thumb: spend roughly one minute per mark on each question, plus additional reading/planning time. In practice, this might look like:

• Q1 (Comprehension questions): ~15 minutes to answer ~15 marks of short questions. (Skim Text A quickly, then scan for answers as you tackle each question.)
• Q1 (Summary writing): ~20 minutes for the 15-mark summary. (Spend about 10 minutes reading Text B and planning, and 10 minutes writing the ~120-word summary.)
• Q2 (Vocabulary questions): ~15 minutes for ~10–15 marks of short answers. (These are quick-fire questions on Text C vocabulary/meaning.)
• Q2 (Language analysis): ~25 minutes for the 15-mark language analysis response. (Allocate a good chunk of this time to planning your points and quotes before writing.)
• Q3 (Extended response): ~35–40 minutes for the 25-mark writing task. (Ideally ~10 minutes planning and ~25-30 minutes writing, as Text C is longer and requires careful reading.)
• Proofreading: Reserve 5–10 minutes at the end to proofread your answers. This is vital for catching careless errors or omissions. Don’t be the student who finishes early and daydreams – use every minute. One teacher observed students closing their booklets with time remaining, missing the chance to fix mistakes. A quick check can correct spelling, grammar, or add a missed point, possibly nudging your grade up.

During the exam, keep an eye on the clock. If you notice you’re overspending time on the early questions, it might be better to move on and come back later if possible. Always ensure you have enough time left for Q3, since it carries the most marks (many teachers dread seeing students reach Q3 with only a few minutes left). Practice pacing yourself in mock exams so the timing feels natural.

Tackling Short Answer Questions (Comprehension & Vocabulary)

For the short-answer comprehension questions in Q1 (parts a–e) and the vocabulary/definition questions in Q2 (parts a–c), keep these tips in mind:

• Use the text to your advantage: Unless the question specifically says “in your own words,” it’s acceptable (even expected) to lift words or phrases directly from the passage in your answer. You’re being tested on understanding and retrieving information, not writing flair, in these questions. So if the text says “John climbed the oak tree” and Q asks “What did John do?”, you can simply answer: “He climbed the oak tree.” Don’t waste time rephrasing unnecessarily. However, when a question asks you to define a word or phrase, you must use your own words – do not quote the text in a definition. For example, “rugged means rugged” earns no marks; you’d need to say “rugged means rough or uneven in texture”.
• Skim and scan: Quickly skim the passage to get the gist, then scan for the answers to each question. The questions usually follow the order of the text, so Q1(a) will relate to the beginning of Text A, and so on. Look for keywords from the question in the passage and copy the relevant information. “Skim and scan the text – don’t waste time,” as the Taughtly lesson emphasizes. There’s no need to write in full sentences for these short answers (unless explicitly asked); bullet points or brief phrases are fine if the question isn’t asking for an explanation.
• One mark, one point: The number of marks indicates how many points or pieces of information you need to provide. **“Number of marks = number of separate points you should make”*. So if a question is [2 marks], make sure you’ve given two distinct facts or answers. Often the question wording hints at it (e.g. “Give two reasons why…”). If it’s [1 mark], keep it to one clear point.
• Answer directly and precisely: These questions typically want factual answers, not long-winded explanations. For instance, if asked “Why did the protagonist go into the forest?” and the text says “He went to find medicinal herbs,” your answer should be “To find medicinal herbs.” Adding extra commentary like “He was very courageous to do so” is not needed and could waste time. Stick strictly to what the question asks.
• Vocabulary questions: In Paper 1, you might see a question like “Explain in your own words what the writer means by the phrase …” For these:
  • Make sure you explain the whole phrase (if it’s two-part, cover both parts).
  • Use synonyms or a brief explanation to show you understand it. As noted, never reuse the original word in your definition. For example, if the phrase is “completely ravenous”, don’t say “it means he was completely hungry” (you reused “completely”). Instead say “it means he was extremely hungry.”
  • It’s often enough to provide one clear synonym or explanation per word/phrase. Don’t over-complicate; you are not writing an essay here, just demonstrating understanding of vocabulary.

By following these approaches, you can efficiently collect all the marks on the short-answer portions. They may seem small individually, but together they add up to a substantial chunk of Paper 1, so aim for accuracy and completeness on each. As one teacher’s key takeaway puts it: “get your marks, then get out” – meaning answer succinctly and move on to save time for the harder sections.

Summary Writing (Q1f)

The summary question is often one students find tricky, because it tests both reading and writing concisely. Here’s how to tackle it:

• Read the question prompt before reading the text: The summary task will specify what you need to summarize (e.g. “Summarize the benefits of recycling as described in Text B”). Read this prompt first, so that when you then read Text B, you know exactly what to look for (in this example, benefits of recycling). This makes your reading purposeful – you can ignore unrelated details and zero in on relevant points.
• Highlight or note key points as you read: As you go through Text B, underline or highlight every piece of information that answers the summary prompt. If the question asks for “benefits of recycling,” highlight all sentences that mention a benefit. Be thorough – Cambridge will usually have around 10–15 key points that are credit-worthy, but you only need to include about 10 for full marks. It’s better to mark more and later decide which are most important if you have too many.
• Plan your structure briefly: Once you’ve marked the relevant points, quickly group them into logical categories before you start writing. For instance, you might notice some points are about environmental benefits and others about economic benefits – that could be two paragraphs in your summary. Decide an order that flows (perhaps general to specific, or cause and effect). This planning can be as simple as jotting a symbol or letter next to each point (e.g., “E” for environment, “$” for economic) to remind you how to organize them. Spending a few minutes on this will make your summary more coherent.
• Aim for about 10 key points: The summary content is usually allocated 10 marks. A good rule is to include roughly 10 distinct points from the text in your summary, to maximize your chance of hitting all the content marks. Each point should be an idea or fact relevant to the question. If you include significantly fewer, you might be missing something; if you include too many (15+), you risk going over the word limit or including minor details that aren’t needed. “You should try to make sure you’ve got 10 individual points that answer your question”.
• No introduction or conclusion – get straight to the point: In a summary, every word counts. Do not write a broad intro like “The text is about recycling and has many points.” Likewise, don’t write a concluding sentence that isn’t asked for. The examiners actually penalize irrelevance or filler, so “no introduction, no conclusion” is the golden rule. Start your first sentence directly addressing the question topic with your first key point. For example: “Recycling provides environmental benefits such as reducing waste in landfills…” and so on.
• Use clear, concise language: You only have about 120 words (the exam paper usually mentions this limit). That’s roughly one paragraph of 8–12 sentences (depending on their length). Be succinct – combine related points into one sentence if possible, using linking words like “also, furthermore, in addition” or semicolons to join ideas. Ensure each sentence contains a distinct point. If you find a sentence in your draft that doesn’t contribute a new point (or is just waffle), cut it out.
• Paraphrase – use your own words: The summary task explicitly tests your ability to rephrase. Avoid lifting full phrases or sentences from the text. Instead, use synonyms and rewordings. For example, if the text says “recycling conserves natural resources by reusing materials,” you might write “it saves raw materials by allowing items to be repurposed.” Show the examiner you understand the ideas by expressing them freshly. According to the mark scheme, using a lot of wording straight from the text will cap your Writing marks, so aim for almost entirely your own phrasing. (Note: technical terms or names can be used as is – you don’t need to find a synonym for “carbon dioxide” or “United Nations,” for instance.)
• Keep it objective and factual: A summary should mirror the tone of the original information. Don’t insert your opinions or extra commentary. Just present the points from the text in a neutral, third-person manner (unless specifically asked to do otherwise, which is rare in summaries).
• Don’t obsess over the exact word count: You are told ~120 words as a guideline. Examiners won’t deduct marks if you wrote 130 words or 110 words, as long as the content is relevant. In fact, the examiner does not count each word – they can judge by the size/length roughly. So don’t waste exam time laboriously counting your words. If you’ve written about a side of A4 in average handwriting, that’s around 120 words. It’s more important that you included the key points and left out repetition than hitting an exact number.

By practicing this process – reading the question first, highlighting, planning, and then writing concisely – you’ll become much more confident in summary writing.

Writer’s Effect (Q2d)

Question 2(d) is the Writer’s Effect question, often asking you to analyse how the writer uses language in a particular paragraph or section of Text C to create effect. This is a higher-order skill – essentially literary analysis. Here’s how to approach it:

• Follow the question precisely: Typically, Q2d will say something like “How does the writer’s language in paragraph X make Y come to life?” or “…convey the atmosphere of Z?” It will specify which paragraph(s) to focus on. Only analyse those! Do not start discussing language from other parts of the text. Also, note if it asks for a certain number of examples (sometimes the question might implicitly expect three examples, especially if, say, 6 marks are for content – 3 examples x 2 marks each). A safe bet is to prepare three good examples/images to discuss, unless instructed otherwise.
• Use a clear structure for each paragraph you analyze: A highly recommended approach (as taught by many teachers, including Taughtly) is:
  1. Overview sentence: Begin with one sentence summarizing the overall effect or mood of that paragraph. For example: “The writer’s language in this paragraph creates a tense and suspenseful atmosphere.” This shows the examiner you grasp the big picture before diving into specifics.
  2. Identify a powerful image or phrase and quote it: Choose a vivid piece of language – ideally one of the strongest images the writer used (metaphor, simile, personification, etc.). Quote it exactly (with quotation marks). Pro tip: Pick quotes that are “juicy” and likely significant; as one teacher put it, “make sure when you’re picking out these quotations that you think have surely got to be in the mark scheme”. In other words, an obvious striking image rather than an obscure line.
  3. Explain its meaning (literal meaning): After the quote, explain what that phrase literally means in context. For instance: “The phrase ‘a wave of indigo dusk’ literally describes the dark blue evening sky approaching like a wave.” This shows you understand the image’s content.
  4. Discuss the connotations: Now delve into the layers of meaning. Pick a key word from the quote (e.g. “wave”) and discuss its connotations – the ideas or feelings associated with it. Continuing the example: “The word ‘wave’ connotes something powerful and unstoppable, suggesting the night is rapidly overtaking the landscape.” This is where you show insight into why that word choice is effective.
  5. Explain the effect on the reader: Finally, tie it back to the question – how does this language affect the reader or contribute to the atmosphere/theme? You might say: “This imagery makes the reader feel the onset of night as an almost physical force, adding to the suspense as darkness falls.”
• Repeat for multiple images: Typically, you would do the above process for three separate quotations from the specified paragraph(s) in total.
• Structure your answer in paragraphs: It’s usually best to organize your answer by paragraphs from the text or by idea. For example, if you’re asked about two paragraphs, treat each in turn with its own overview and examples. If it’s one paragraph, you might combine the overview with the first example in one paragraph, then have additional paragraphs for the other examples. Signpost your analysis with phrases like “Firstly, the writer uses [quote]…”, “Another striking image is [quote]…”, etc.

By practicing this structured approach, you’ll develop a methodical way to earn high marks on Q2d.

Extended Response (Q3) – Writing from the Text

Question 3 is the grand finale – an extended writing task based on your reading of Text C. You might be asked to write a letter, diary, article, report, interview or speech. You must use information from the text to inform your writing, demonstrating understanding and good writing skills. Here’s how to succeed:

• Carefully address all parts of the question: The Q3 prompt comes with three bullet points outlining what content to include. For example, it might say (for a diary task): “Write a diary entry as Character X, including: – what you experienced when…, – how you felt about…, – what your plans are next.” It is crucial to cover each bullet roughly equally in your response. Don’t write two pages on the first bullet and a couple of lines on the last – that will unbalance your answer. Plan your writing so you have material for each point. Many teachers advise structuring your response as one paragraph (or section) per bullet point to ensure you cover everything.
• Use details from the text (explicit and implicit): Q3 is primarily a reading task in disguise – 15 of the 25 marks are for “Reading,” meaning how well you used the material from Text C. The examiner wants to see that you picked out the important information and also inferred things that aren’t stated outright.
  • Include explicit details (who, what, where, when) from the text relevant to the task. For instance, if Text C is a story and Q3 asks you to write a letter from a character describing events, mention the key events and factual details from the story accurately.
  • Also demonstrate implicit understanding – e.g., how the character felt, why they did something, what might happen next (based on clues). Often, “Bullet 3 is implicit”, meaning it asks for something not directly given in the text (like personal feelings or motivations). You should infer these from the tone or hints in Text C. For example, if the text never directly says Character X is scared but describes their hands trembling, you can infer fear and include that.
  • Don’t make up random new plot points that contradict the text. Stick to the scenario presented. Creativity is in how you express and extend the given info, not in inventing totally unrelated events. It’s fine to embellish lightly or add plausible details (e.g., imagine the character’s past experiences or hopes, if it fits), but everything should be rooted in Text C.
• Write in your own words: Just like the summary, Q3 expects you to rework the text’s information into a new form. Do not copy large chunks from the passage. If you need to convey something the text said, put it in the voice of your format. For example, if the text sentence was “The town had been abandoned for years,” and you’re writing a diary, you might write: “I walked through the empty town, long abandoned, and felt a chill.” A little quoting of key names or terms is okay, but continuous lifting will be penalized. Examiners want to see understanding + writing ability, not just regurgitation.
• Adopt the correct format and voice (VARPF): Remember the acronym VARPF – Voice, Audience, Register, Purpose, Format. Identify these for the task:
  • Format: Use the conventions. If it’s a letter, include a salutation (Dear …) and sign-off if appropriate, and write in a letter style. If it’s a speech, you might greet the audience at the start (“Good afternoon ladies and gentlemen…”) and use speech-like techniques. An interview should be written as a Q&A dialogue (usually the question will specify the questions to include). A diary can start with a date or “Dear Diary,” etc. Showing these features will immediately signal you’re doing it right. Voice and Perspective: Write from the perspective asked. If you’re to assume the role of a character, you must sound like that character. That means using first-person (“I”) for a diary or personal letter, reflecting their feelings and attitudes. If you’re writing a newspaper report, the voice is an objective reporter (third-person, no “I”). Maintain the appropriate tone – informal for a teenager’s diary, formal for a report, persuasive for a speech, etc. Check the question for clues: who are you (the writer) supposed to be, and who is your audience Purpose: Understand why you’re writing in that scenario. Is it to inform (news article), to persuade (speech), to reflect (diary), or describe (magazine feature)? The purpose influences tone and content. For instance, a speech or letter might include rhetorical flourishes and convincing language, whereas a diary would be honest and confessional.
  By nailing format and voice, you earn strong writing marks.
• Balance and organize your content: A well-organized response is easier for the examiner to reward. As mentioned, one effective way is to use one paragraph per bullet point from the question. This automatically ensures you’ve addressed each. Start a new paragraph when you move to the next aspect of the task. Use connective tissue between ideas for flow, but it’s more important not to jumble all points together. Aim for 2-4 pages of writing (depending on your handwriting size) as a general length. For many students, that might be around 300-400 words. It’s not explicitly a word-counted task, but if you write too little, you likely haven’t developed the ideas enough; if you write way too much, you might be including unnecessary filler or running out of time (remember to watch the clock!). Quality of content beats quantity, but do give yourself enough room to fully cover the bullets.
• Include both explicit details and some creativity: The best responses use plenty of specifics from the text (names, places, key events, factual details) and add original touches in line with the text. For example, mention a specific event from Text C and then describe the character’s feelings about it in depth, even if the text only hinted at those feelings. This shows you can interpret and elaborate on the text, not just copy it. Also, if the question asks you to continue the story or speculate (like “what might happen next?”), make sure your ideas logically follow the text’s events and tone – don’t introduce something wildly out-of-character (no sudden aliens or lottery wins, unless the text’s genre invited that!).
• Don’t break character or add extraneous content: If writing a diary as a character, for instance, stay in that character’s mindset. Don’t suddenly include knowledge or comments that the character wouldn’t have. Similarly, stick to the three bullet point topics – avoid adding irrelevant information or side stories that don’t answer the task. If you do have a cool creative idea, ask yourself: Does this help fulfill one of the bullet requirements? If not, save it for another time.

By following these guidelines, you’ll produce a response that is rich, text-based, and well-crafted. A checklist for Q3 could be:

• Did I use only info from the text (and logical inferences from it) and avoid pure invention?
• Did I cover all the bullet points evenly?
• Is my writing in the correct format and believable voice of the character or context?
• Is almost everything in my own phrasing, not copy-pasted?
• Have I written a substantial, organized answer (with paragraphs) that addresses the task?

If yes, then you’re likely hitting both the Reading and Writing mark criteria for this section. As a final tip, if time permits in the exam, quickly proofread your Q3 as well – since it’s extended writing, small grammar or spelling mistakes can happen, and while not hugely penalized, fixing a few can make your answer read more fluently (and you won’t lose any silly marks).

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Final Thoughts: Success in IGCSE First Language English Paper 1 comes down to a mix of solid preparation and smart exam technique. By understanding the exam format and practicing targeted skills (comprehension, summary, analysis, and various writing styles), students can go into the exam with confidence. Remember to keep your answers focused and rooted in the text, manage your time so you can give each question the attention it deserves, and always write in a clear, appropriate style. With these strategies in hand, Paper 1 will feel far more manageable. Good luck, and happy revising!